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Constructing Geometric Shapes Task Card Activity This activity can be used to review or teach the following Common Core Standard: CCSS.MATH.CONTENT.7.G.A.2 Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 1. Copy enough recording sheets for your class. NOTE: After receiving feedback from a few of my students that the spaces were too small to draw the figures, I added recording sheets with bigger spaces (see last few pages). It can work on the original recording sheet, if you’re interested in saving paper. 2. Print the task cards. You can arrange the cards in groups of four for 6 stations, sets of 2 for partner work, or have students move from desk to desk, working independently. L Looking to review how to use a protractor? Click on this image! https://www.teacherspayteachers.com/ Product/Measuring-and-ConstructingAngles-Notes-and-PracticeWorksheet-2480049 https://www.teacherspayteachers.com/ Product/Measuring-and-ConstructingAngles-Notes-and-PracticeWorksheet-2480049 https://www.teacherspayteachers.com/ Product/Measuring-and-ConstructingAngles-Notes-and-PracticeWorksheet-2480049 https://www.teacherspayteachers.com/ Product/Measuring-and-Constructing- Helpful hints: If you have fast workers, it might be good to have a second set of the task cards. Things to tell the students: 1. This is not a race. Go at your own pace and do the best you can! 2. Sit down while completing each card or set of cards There shouldn’t be a crowds standing around the desks. 3. Check your work and make sure you answer each question completely. 4. Ask for help, if you’re stuck! This is a great time to get some one-on-one help!! From a Love Follow the instructions on each task card. Record your answers or measurements in the appropriate spaces below. Name 1 2 3 4 5 6 7 8 m ∠ A = __________ m ∠ B = __________ m ∠ C = __________ 9 m ∠ A = __________ m ∠ B = __________ m ∠ C = __________ 10 m ∠ A = __________ m ∠ B = __________ m ∠ C = __________ 11 12 ©2016 Math on the Move From a Love 13 14 15 16 17 18 19 20 21 22 23 24 ©2016 Math on the Move 1 2 From a Love Construct a pair of lines that intersect, creating a 40° angle. Construct a trapezoid with two congruent sides. Measure, record, and compare the other three angles formed by the intersecting lines. Measure, record and compare the angles of the trapezoid. 3 Construct a parallelogram with a 30° and a 50°. If not possible, explain why. If it is possible, is there more than one way to draw the parallelogram? 4 Construct a parallelogram with opposite angles having a measurement of 50° Measure, record, and compare the other set of opposite angles. ©2015 Math on the Move 5 A Measure and record the angles of the following equilateral triangle. B Write a statement comparing the angles of an equilateral triangle. C 7 B Measure and record the angles of the following scalene triangle. A C Write a statement comparing the angles of a scalene triangle. 6 A From a Love Measure and record the angles of the following isosceles triangle. B Write a statement comparing the angles of an isosceles triangle. C 8 Construct a right triangle with two congruent sides. Measure the angles and write a statement comparing the angles of a right, isosceles triangle. ©2015 Math on the Move 9 10 Draw a right triangle with one side measuring 4 cm. Draw an isosceles triangle with one side measuring 4 cm. Is it possible to have more than one triangle with these conditions? Why or why not? Is it possible to have more than one triangle with these conditions? Why or why not? 11 12 Draw an isosceles triangle with two sides measuring 4 cm. Draw a triangle with all three sides measuring 4 cm. Is it possible to have more than one triangle with these conditions? Why or why not? Is it possible to have more than one triangle with these conditions? Why or why not? From a Love ©2015 Math on the Move 13 Draw a triangle with the side measures of 2 cm, 3 cm and 4 cm, if possible. 14 Draw a right triangle with the side measures of 2 cm, 3 cm and 4 cm, if possible. If not possible, explain why. If it is possible, is there more than one way to draw the triangle? If not possible, explain why. If it is possible, is there more than one way to draw the triangle? 15 16 From a Love Draw a right triangle with the side measures of 3 cm, 4 cm and 5 cm, if possible. Draw a right triangle with the angle measurements of 30°, 60° and 90°. If not possible, explain why. If it is possible, is there more than one way to draw the triangle? If not possible, explain why. If it is possible, is there more than one way to draw the triangle? ©2015 Math on the Move 17 Draw a isosceles triangle with the angle measurements of 30°, 30°, and 120° 18 Draw a isosceles triangle with the angle measurements of 40°, 40°, and 120° If not possible, explain why. If it is possible, is there more than one way to draw the triangle? If not possible, explain why. If it is possible, is there more than one way to draw the triangle? 19 20 Draw a isosceles triangle with two sides measuring 3 cm, and one angle measuring 90°. Draw a isosceles triangle with two sides measuring 3 cm, and one angle measuring 60°. Measure and record the other two angles. Measure and record the other two angles and the third side. From a Love ©2015 Math on the Move 21 Draw a triangle with angles measuring 130°, 40°, and 50°. If not possible, explain why. If it is possible, is there more than one way to draw the triangle? 23 Draw a triangle with sides measuring 2 cm, 2 cm, and 2 cm. If not possible, explain why. If it is possible, is there more than one way to draw the triangle? 22 Draw a right triangle with two congruent sides measuring 3 cm and a third side measuring 6 cm. From a Love If not possible, explain why. If it is possible, is there more than one way to draw the triangle? 24 Draw a triangle with all three angles measuring 60°. If not possible, explain why. If it is possible, is there more than one way to draw the triangle? ©2015 Math on the Move From a Love Follow the instructions on each task card. Record your answers or measurements in the appropriate spaces below. 1 2 Possible drawings (angle measures will vary) Name 3 4 30° 60° 40° 40° 60° 130° 50° 50° 50° 130° Not possible: Opposite angles not congruent 5 6 60° m ∠ A = __________ 60° m ∠ B = __________ 60° m ∠ C = __________ The three angles of an equilateral triangle are congruent 9 7 67° m ∠ A = __________ 46° m ∠ B = __________ 67° m ∠ C = __________ 90° m ∠ A = __________ 63° m ∠ B = __________ 27° m ∠ C = __________ An iscosceles triangle has two congruent angles 10 8 A scalene triangle has no congruent angles. The sum of angles is 180° 11 The two congruent angles are 45°. The sum of the three angles is 100° 12 Drawings will vary Drawings will vary Drawings will vary It is possible (the 4 cm side can be a leg or a hypotenuse) It is possible (the 4 cm can be the one of the two congruent sides or the one that is not congruent) More than one triangle: The vertex of the two 4 cm sides can be a different angle measurement. 4 cm This is a unique triangle ©2016 Math on the Move From a Love 13 14 15 Drawings will vary Drawings will vary Possible. This forms a unique triangle Not Possible. The sides will not meet. 17 18 16 Possible. This forms a unique triangle 19 Possible. More than one triangle - the lengths of the sides can change. 20 40° 30° 120° 120° 30° Possible. More than one triangle - the lengths of the sides can change. 21 40° Not Possible. It form a quadrilateral 22 The other two angles are 45° 23 The other two angles are also 60°. The side is 3 cm. (equilateral triangle) 24 40° 130° 50° Not Possible. It form a quadrilateral (a trapezoid) Not Possible. The third side is too long. Possible. This forms a unique triangle Possible. More than one triangle - the lengths of the sides can change. ©2016 Math on the Move From a Love 1 2 Construct a pair of lines that intersect, creating a 40° angle. Construct a trapezoid with two congruent sides. Measure, record, and compare the other three angles formed by the intersecting lines. Measure, record and compare the angles of the trapezoid. 3 Construct a parallelogram with a 30° and a 50°. If not possible, explain why. If it is possible, is there more than one way to draw the parallelogram? 4 Construct a parallelogram with opposite angles having a measurement of 50° Measure, record, and compare the other set of opposite angles. ©2015 Math on the Move From a Love 5 A Measure and record the angles of the following equilateral triangle. B Write a statement comparing the angles of an equilateral triangle. C 7 B Measure and record the angles of the following scalene triangle. A C Write a statement comparing the angles of a scalene triangle. 6 A Measure and record the angles of the following isosceles triangle. B Write a statement comparing the angles of an isosceles triangle. C 8 Construct a right triangle with two congruent sides. Measure the angles and write a statement comparing the angles of a right, isosceles triangle. ©2015 Math on the Move From a Love 9 10 Draw a right triangle with one side measuring 4 cm. Draw an isosceles triangle with one side measuring 4 cm. Is it possible to have more than one triangle with these conditions? Why or why not? Is it possible to have more than one triangle with these conditions? Why or why not? 11 12 Draw an isosceles triangle with two sides measuring 4 cm. Draw a triangle with all three sides measuring 4 cm. Is it possible to have more than one triangle with these conditions? Why or why not? Is it possible to have more than one triangle with these conditions? Why or why not? ©2015 Math on the Move From a Love 13 Draw a triangle with the side measures of 2 cm, 3 cm and 4 cm, if possible. 14 Draw a right triangle with the side measures of 2 cm, 3 cm and 4 cm, if possible. If not possible, explain why. If it is possible, is there more than one way to draw the triangle? If not possible, explain why. If it is possible, is there more than one way to draw the triangle? 15 16 Draw a right triangle with the side measures of 3 cm, 4 cm and 5 cm, if possible. Draw a right triangle with the angle measurements of 30°, 60° and 90°. If not possible, explain why. If it is possible, is there more than one way to draw the triangle? If not possible, explain why. If it is possible, is there more than one way to draw the triangle? ©2015 Math on the Move From a Love 17 Draw a isosceles triangle with the angle measurements of 30°, 30°, and 120° 18 Draw a isosceles triangle with the angle measurements of 40°, 40°, and 120° If not possible, explain why. If it is possible, is there more than one way to draw the triangle? If not possible, explain why. If it is possible, is there more than one way to draw the triangle? 19 20 Draw a isosceles triangle with two sides measuring 3 cm, and one angle measuring 90°. Draw a isosceles triangle with two sides measuring 3 cm, and one angle measuring 60°. Measure and record the other two angles. Measure and record the other two angles and the third side. ©2015 Math on the Move From a Love 21 Draw a triangle with angles measuring 130°, 40°, and 50°. If not possible, explain why. If it is possible, is there more than one way to draw the triangle? 23 Draw a triangle with sides measuring 2 cm, 2 cm, and 2 cm. If not possible, explain why. If it is possible, is there more than one way to draw the triangle? 22 Draw a right triangle with two congruent sides measuring 3 cm and a third side measuring 6 cm. If not possible, explain why. If it is possible, is there more than one way to draw the triangle? 24 Draw a triangle with all three angles measuring 60°. If not possible, explain why. If it is possible, is there more than one way to draw the triangle? ©2015 Math on the Move From a Love Follow the instructions on each task card. Record your answers or measurements in the appropriate spaces below. Name 1 2 3 4 5 6 m ∠ A = __________ m ∠ B = __________ m ∠ C = __________ m ∠ A = __________ m ∠ B = __________ m ∠ C = __________ ©2016 Math on the Move From a Love Follow the instructions on each task card. Record your answers or measurements in the appropriate spaces below. 7 Name 8 9 11 12 m ∠ A = __________ m ∠ B = __________ m ∠ C = __________ 10 ©2016 Math on the Move From a Love Follow the instructions on each task card. Record your answers or measurements in the appropriate spaces below. Name 13 14 15 16 17 18 ©2016 Math on the Move From a Love Follow the instructions on each task card. Record your answers or measurements in the appropriate spaces below. Name 19 20 21 22 23 24 ©2016 Math on the Move Type to enter text Click on the links below! https:// www.teacherspayteachers.com/ Product/Surface-Area-and-Volumeof-Right-Prisms-and-PyramidsPractice-Pages-7G6-2620844 https:// www.teacherspayteachers.com/ Product/Surface-Area-and-Volumeof-Right-Prisms-and-PyramidsPractice-Pages-7G6-2620844 https:// www.teacherspayteachers.com/ Product/Surface-Area-and-Volumeof-Right-Prisms-and-Pyramids- https://www.teacherspayteachers.com/ Product/Surface-Area-and-Volume-Cut-andPaste-Scavenger-Hunt-2623494 https://www.teacherspayteachers.com/ Product/Surface-Area-and-Volume-Cut-andPaste-Scavenger-Hunt-2623494 https://www.teacherspayteachers.com/ Product/Surface-Area-and-Volume-Cut-andPaste-Scavenger-Hunt-2623494 https://www.teacherspayteachers.com/ Product/Surface-Area-and-Volume-Cut-andPaste-Scavenger-Hunt-2623494 https://www.teacherspayteachers.com/ Product/Surface-Area-and-Volume-Cut-andPaste-Scavenger-Hunt-2623494 Q Need more Resources? https://www.teacherspayteachers.com/Product/ Surface-Area-of-Rectangular-Prisms-NotesPractice-and-Exit-Slip-2618868 https://www.teacherspayteachers.com/Product/ Surface-Area-of-Rectangular-Prisms-NotesPractice-and-Exit-Slip-2618868 https://www.teacherspayteachers.com/Product/ Surface-Area-of-Rectangular-Prisms-NotesPractice-and-Exit-Slip-2618868 https://www.teacherspayteachers.com/Product/ Surface-Area-of-Rectangular-Prisms-NotesPractice-and-Exit-Slip-2618868 https://www.teacherspayteachers.com/Product/ Surface-Area-of-Rectangular-Prisms-NotesPractice-and-Exit-Slip-2618868 https://www.teacherspayteachers.com/Product/ Surface-Area-of-Rectangular-Prisms-NotesPractice-and-Exit-Slip-2618868 Thank You!! 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